Mathematical learning processes supported by augmented reality

Abstract

The authors of this paper are involved in an ongoing project with the aim of investigating ICT-supported activities for the learning of mathematics where real-world images are mixed with computer-generated 3D images. The present paper explores the ways in which four students (15 years old) try to make sense of a task that calls for reflection on the concept of scale. The analysis shows how this specific kind of learning activity can challenge students to vary and coordinate among representations offered within the activity, thereby creating opportunities to extend and strengthen their networks of knowledge elements associated with the current learning object.